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NNS Objectives and National Curriculum Levels Reception Early Learning Goals Year 1 Level 1, and start on Level 2 Year 2 Consolidation of Level 2, and start on level 3 Year 3 Revision of Level 2, but mainly Level 3 Year 4 Consolidation of Level 3, and start on Level 4 Year 5 Revision of Level 3, but mainly Level 4 Year 6 Consolidation of Level 4, and start on Level 5 Mathematics Targets Class / Set Date Numbers and the number system Targets Children’s names R Say and use number names in order in familiar context Count reliably up to 10 everyday objects Recognise numerals 1 to 9 Y1 Count reliably at least 20 objects Count on and back in ones from any small number Count in tens from and back to zero Read, write and order numbers from 0 to at least 20 Use the vocabulary of comparing and ordering numbers to 20 Y2 Count, read, write and order numbers to at least 100 Know what each digit represents, including 0 as a place holder, in any two- digit number Describe and extend simple number sequences, including odd/even numbers Count on or back in ones or tens from any two-digit number Y3 Read, write and order whole numbers to at least 1000 Know what each digit represents in three-digit numbers Count on or back in tens or hundreds from any two- or three-digit number Recognise unit fractions such as 1/2, 1/3, 1/4, 1/5, 1/10 and use them to find fractions of shapes or numbers Understand and use £.p notation Y4 Use symbols correctly, including less than (<), greater than (>), equals (=) Round any positive integer less than 1000 to the nearest 10 or 100 Recognise simple fractions that are several parts of a whole Recognise mixed numbers and simple equivalent fractions Y5 Multiply and divide any positive integer up to 10 000 by 10 or 100 and understand the effect Order a given set of positive and negative integers Use decimal notation for tenths and hundredths Round a number with one or two decimal places to the nearest integer Relate fractions to division Relate fractions to their decimal representations Y6 Multiply and divide decimals mentally by 10 or 100, and integers by 1000, and explain the effect Order a mixed set of number with up to three decimal places Reduce a fraction to its simplest form by cancelling common factors Use a fraction as an operator to find fractions of numbers or quantities (e.g. 5/8 of 32, 7/10 of 40, 9/100 of 400 cm) Understand percentage as the number of parts in every 100 Find simple percentages of small whole-number quantities Mathematics Targets Class / Set Date Calculation Targets Children’s names R Use language such as more or less, greater or smaller to compare two numbers Find one more and one less than the given number of objects from 1 to 10 In practical activities and discussion, begin to use vocabulary involved in adding and subtracting. Begin to relate addition to combining groups of objects, and subtraction to 'taking away'. Y1 Understand the operation of addition, and of subtraction (as 'take away' or ‘difference’), and use the related vocabulary. Within the range 0 to 30, say the number that is 1 or 10 more or less than any given number. Know by heart all pairs of numbers with total of 10. Y2 Understand that subtraction is the inverse of addition; state the subtraction corresponding to a give addition and vice versa. Know by heart all addition and subtraction facts for each number to at last 10. Use knowledge that addition can be done in any order to do mental calculations more efficiently. Understand the operation of multiplication as repeated addition or as describing an array. Know and use halving as the inverse of doubling. Know by heart facts for the 2 and 10 multiplication tables. Y3 Know by heart all addition and subtraction facts for each number to 20. Add or subtract mentally a ‘near multiple of 10’ to/from a 2-digit number. Know by heart facts for the 2, 5 and 10 multiplication tables. Understand division and recognise that division is inverse of multiplication. Y4 Use known number facts and place value to add and subtract mentally, including any pair of two-digit whole numbers. Carry out column addition and subtraction if two integers less than 1000 and. column addition of more than two integers. less than 1000. Know by heart facts for the 2, 3, 4, 5 and 10 multiplication tables. Derive quickly division facts corresponding to the 2, 3, 4, 5 and 10x tables. Find remainders after division. Y5 Calculate mentally a difference such as 8006 – 2993. Carry out column addition and subtraction of numbers less than 10 000. Know by heart multiplication facts to 10 x 10. Carry out short x/÷ of a 3-digit number by a single digit integer. Carry out long multiplication of a two-digit by a two-digit integer. Y6 Carry out column addition and subtraction of numbers involving decimals. Derive quickly division facts corresponding to multiplication to 10 x 10. Carry out short multiplication of numbers involving decimals. Carry out short division of numbers involving decimals. Carry out long multiplication of a three-digit by a two-digit number. Mathematics Targets Class / Set Date Solving Problems Targets Children’s names R Use developing mathematical ideas and methods to solve practical problems. Talk about, recognise and recreate simple patterns. Y1 Use mental strategies to solve simple problems using counting, addition, subtraction, doubling and halving, explaining methods and reasoning orally. Y2 Choose and use appropriate operations and efficient calculation strategies to solve problems. Explain how a problem was solved orally and where appropriate in writing. Y3 Choose and use appropriate operations (including multiplication and division) to solve word problems. Explain methods and reasoning. Y4 Choose and use appropriate number operations and appropriate ways of calculating (e.g. mental, mental with jottings, pencil and paper) to solve problems. Y5 Choose and use all four operations to solve single or multistep word problems involving numbers and quantities (including time). Explain a generalised relationship (formula) in words e.g. ‘length x breadth’ for the area of a rectangle. Explain methods and reasoning. Y6 Identify and use the appropriate operations (including combinations of operations) to solve word problems involving numbers and quantities, and explain methods and reasoning. Develop from explaining a generalised relationship in words to expressing it in a formula using letters as symbols. Solve simple problems involving ratio and proportion. Mathematics Targets Class / Set Date Shape and Space Targets Children’s names R Use language such as circle or bigger to describe the shape and size of solids and flat shapes. Use everyday words to describe position such as between, in front of or in the middle. Y1 Use everyday language to describe features of familiar 3-D and 2-D shapes. Use everyday language to describe position, direction and movement. Y2 Use the mathematical names for common 2-D and 3-D shapes: sort shapes and describe some of their features. Use mathematical vocabulary to describe position, direction and movement, for example, describe, place, tick draw or visualise objects in given positions. Y3 Identify and draw lines of symmetry and recognise shape with no lines of symmetry. Identify right angles. Y4 Classify polygons using criteria such as number of right angles, whether or not they are regular, symmetry properties. Y5 Recognise properties of rectangles. Recognise parallel and perpendicular lines. Y6 Use a protractor to measure and draw acute and obtuse angles to the nearest degree. Read and plot co-ordinates in all four quadrants. Mathematics Targets Class / Set Date Measures Targets Children’s names R Use language such as more or less, greater or smaller, heavier or lighter, to compare two quantities. Y1 Compare two lengths, masses or capacities by direct comparison. Suggest suitable standard or uniform non-standard units and measuring equipment to estimate then measure a length, mass or capacity. Y2 Estimate, measure and compare lengths, masses and capacities, using standard units; suggest suitable units & equipment for such measurements. Read a simple scale to the nearest labelled division, including using a ruler to draw and measure lines to the nearest centimetre. Y3 Use and know relationships between units of time. Y4 Know and use relationships between familiar units of length, mass and capacity. Y5 Understand area measured in square centimetres. Understand and use the formula in words ‘length x breadth’ for the area of a rectangle. Y6 Calculate the perimeter and area of simple compound shapes that can be split into rectangles. Mathematics Targets Class / Set Date Handling Data Targets Children’s names R Sort and match objects or children themselves, justifying the decisions made. Y1 Solve a given problem by sorting, classifying and organising information in simple ways e.g. using objects or pictures, lists or simple tables. Discuss and explain results. Y2 Solve a given problem by sorting, classifying and organising information in simple ways e.g. in a list or simple table, in a pictogram, in a block graph. Discuss and explain results. Y3 Solve a given problem by organising and interpreting numerical data in simple lists, tables and graphs. Y4 Solve a problem by collecting quickly, organising, representing and interpreting data in tables, charts, graphs and diagrams.. Y5 Discuss chance or likelihood of particular events. Find the mode of a set of data. Y6 Begin to find the median and mean of a set of data. Use the language associated with probability to discuss events including those with equally likely outcomes. Solve a given problem by extracting and interpreting information presented in tables, graphs and charts.

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Adequate Yearly Progress, high schools, School Improvement, graduation rate, school year, mathematics education, Corrective Action, Year 5, Year 6, The Standards

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posted: | 4/23/2010 |

language: | English |

pages: | 7 |

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